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2 FOOD

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LISTENING 1 Listening for emphasis of main ideas
VIDEO

LISTENING 2 Predicting Before you watch

STUDY SKILL Optimal learning 1 Read through the information about the video the

VOCABULARY Phrasal verbs students are going to watch. Then ask the students
to discuss the bold words, checking the meaning of

GRAMMAR Relative clauses
the words in a dictionary as necessary. Highlight that

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SPEAKING Offering advice and suggestions the verbs in questions 4 and 5 are phrases, and that

students need to check the meaning of these carefully

Warm-up in the dictionary.

Write Food in the center of the board, and then build a ANSWERS
mind map with Fruit and vegetables, Meat, Cereals, Dairy, 1 1 Food is wasted when it is not eaten; too much food is

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and Fish at the end of branches coming off the central

 
 
produced; it goes off / out of date.
word. Elicit an example of each category (Possible 2 Possible answers: Some food which is out of date
answers: apple, chicken, bread, milk, tuna), and then ask

students to work in pairs to brainstorm more items in each
category. Students come to the board to write up their
words.
Discussion point
Ask students to look at the unit opener image. Ask what
global problem the image shows (Answer: food waste),
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and elicit how much students know about the topic. Ask
if they consider food waste a problem globally, and also
in their own country.
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is still OK to eat, stores put a date that is “best eaten
before,” but doesn’t mean it’s bad to eat it; it might
make you sick if you eat food that has gone bad /
gone off.
3 Moldy: fruit, bread (if stored in plastic), cheese; Stale

(if left in the open air): cookies, bread, cake
4 If it’s out of date; if food is left out of a fridge / stored

badly; oxygen reaches the food and makes it
moldy / stale.
5 Students’ own answers

2 Put students into pairs, and ask students to take turns
asking and answering the questions. Monitor the

Ask students to study the infographic and discuss the
questions with a partner. Ask for feedback on the reasons
individuals, restaurants, and supermarkets waste food.
Draw three columns on the board, one for each category,
and add students’ ideas to each one. Highlight any
reasons which are in more than one category. Add a
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activity to help with vocabulary where necessary.
3 Read through the list of items in Before you watch,
Exercise 3, checking the meaning as necessary. Then
give students time to discuss the items, and the
possible science experiment with their partner. Remind
them that the experiment is to do with keeping food

fourth column with the heading Solutions, and add the fresh, and encourage the students to speculate as to
students’ ideas. what this experiment might involve.

While you watch

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Go through the answers as a class.

ANSWERS
plastic, bread, crab shells, bottles, mold
POSSIBLE ANSWER
These things are all part of an experiment in the video
which researches environmentally friendly plastic.
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See page 108 for the video script.

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After you watch B Before you listen

 
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Put students into pairs and set a time limit for students Activating prior knowledge
to discuss the questions. After they have talked about
each question, put pairs together to form small groups, Exam tip
and ask the students to explain their ideas to each other. Ask students to identify which of the questions is asking
Ask for feedback on question 3 (Should governments about personal experience (Answer: question 1), and which
spend money researching new types of food packaging?) ask about more general, abstract ideas (Answer: questions
as a whole class, and write the Why / why not? (for and 2 and 3). Highlight that in many exams, candidates are
against) ideas on the board. Ask for an overall vote on expected to be able to discuss both question types, usually

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the issue when all the ideas have been written up. starting on the personal level (e.g., IELTS Speaking Parts
1 and 2), and then moving to the more abstract (IELTS
ANSWERS Speaking Test Part 3). Elicit the type of verb tenses likely
to be found in the different types of questions (Possible
1 Normal polyethylene plastic makes bread go moldy
answer: personal—concrete tenses, e.g., simple present /
 

after a few days; an environmental impact is also
past / progressive, present / past perfect; abstract—
plastic pollution. (According to Harvard University’s

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conditional, e.g., would, could, etc.).
Wyss Institute, humans produce 300 million tons of
plastic per year … the remaining 97% is dumped in
Students work in pairs or small groups to discuss the
landfills and oceans, harming the food chain, and the
environment.)
questions. During whole-class feedback, ask students
2 It doesn’t contain bad chemicals for your body to report back only the biggest problem (question 2),
and the simplest solution (question 3). Discuss any
 

(Alternative possible answer: it is biodegradable, and
better for the environment). disagreements that arise.

C Global listening
 
Listening for emphasis of main ideas
LISTENING 1
Warm-up
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Food waste
With books closed, write the following sentence on the
A Vocabulary preview board: Emphasis helps you understand and remember
 
1 Write the bold words on the board, and ask students
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important information. Underline important and elicit what

which ones they know. Elicit the meaning of each the underlining does (Possible answer: emphasizes the
known word from around the class. Indicate if the word). Elicit and suggest other ways of emphasizing in
meaning given by students is incorrect, but avoid writing (Possible answers: use an exclamation point, write
clarifying the correct answers, or writing up any of the in capitals, circle words, write words in bold, use particular
words and phrases), and apply some of these to the key
suggestions. Ask students to guess at the words they
words in the sentence. Then elicit ways we emphasize
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don’t know. Students then open their books and match

ideas when we speak (Possible answers: speaking loudly,
the words to the definitions. Go through the answers pausing, using particular words and phrases, repetition).
with the class. Check the pronunciation of each
word, particularly the multi-syllable words (solution, Give students time to read through the Listening for
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agriculture), and the two-syllable words (profit, hunger, emphasis of main ideas box. Highlight the use of the
billion, challenge). word signal, and explain how listeners use signals to
predict and understand the organization of the coming
ANSWERS speech.
1 g 2 d 3 a 4 e 5 c 6 h 7 f 8 b
Students read through the four sentences to be
 
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2 Students work alone to complete the sentences with completed before listening, and writing the missing
words. Ask students to check the spelling of the phrases

the words in bold from Exercise 1. Ask students to
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check in pairs, and then check as a class. with the phrases in the skills box.

ANSWERS
1 challenge 2 hunger 3 feed 4 waste
 
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5 agriculture 6 billion 7 profit 8 solution
 
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AUDIO SCRIPT AMIRA: You’re right. That’s next week’s lecture. It’s on world

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​
hunger, so we should definitely attend it now because
Track 2.1 that’s also linked to food waste and global warming.
JULIA: Why didn’t you get an apple with your lunch today,
 
​
Sofia? You always get an apple.
ANSWERS
SOFIA: Well, after hearing Dr. Cray’s lecture today, I was
1 In other words, 2 It’s important to note that
 
​
thinking about the apples I buy every day. I usually eat half

 
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and then throw the rest out. Now that I know more about 3 In general, 4 Overall,

 
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it, I am going to eat fewer apples.

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JULIA: I know what you mean. I waste stuff all the time. D Close listening
 
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What about you, Amira?

 
Listening for additional information
AMIRA: Me, too. I’m going to be a lot more careful when
1 Give students time to read through the questions. Then
 
​
I choose things from the buffet in the future. I feel like we

need to do something. But, it’s not going to really solve the play the first part of Food waste again, and ask students
problem on a global scale. What do you think, Julia? to match the names. Go through the answers with the

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JULIA: I’m worried about the amount of food that some class.
 
​
supermarkets waste. I can’t believe they throw out fruit and
vegetables that are imperfect … you know … that have AUDIO SCRIPT
some bad qualities. In other words, just because it looks Track 2.2
bad, they throw it out rather than use it.
JULIA: Why didn’t you get an apple with your lunch today,
SOFIA: It’s important to note that not all supermarkets

 
Sofia? You always get an apple.
 
​
are bad. I liked the part of the lecture when Dr. Cray talked
about some supermarkets having an “ugly” food SOFIA: Well, after hearing Dr. Cray’s lecture today, I was

 
section—like where they put all the bad-looking fruit. thinking about the apples I buy every day. I usually eat half
I would buy from that section. and then throw the rest out. Now that I know more about
it, I am going to eat fewer apples.
AMIRA: Well, what really annoyed me was the fact
JULIA: I know what you mean. I waste stuff all the time.
 
​
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that some supermarkets focus too much on money. I
 
understand that fresh fruit and vegetables result in 15% What about you, Amira?
of their profits, but what is more important? Profit or the AMIRA: Me, too. I’m going to be a lot more careful when
 
environment? I choose things from the buffet in the future. I feel like we
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JULIA: In general, I think we need to focus on a bigger need to do something. But, it’s not going to really solve the
problem on a global scale. What do you think, Julia?
 
​
problem: the environment. Dr. Cray said that the amount
​
of food waste from stores and consumers, the people who JULIA: I’m worried about the amount of food that some
 
​
shop at those stores, equaled a loss of 133 billion dollars! supermarkets waste. I can’t believe they throw out fruit and
SOFIA: It just shocked me that food waste is the largest vegetables that are imperfect … you know … that have
some bad qualities. In other words, just because it looks
 
​
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part of the trash in landfill sites—larger even than paper or

other household trash. We just throw it all in an enormous bad, they throw it out rather than use it.
hole in the ground—such a waste. And the real problem
with that? The wasted food turns into methane, which is ANSWERS
bad for the environment.
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1 Sofia 2 Amira 3 Julia

AMIRA: Yeah, didn’t he actually say that landfills are the
​
third largest source of methane in the United States?
SOFIA: Yeah, he did. But, what I didn’t know was how
​
damaging methane is. I knew it was a greenhouse
gas. Overall, it stops the heat from escaping from the
atmosphere and causes the greenhouse effect, which
causes global warming, but I didn’t know it was more
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2 Students read through the items and options for
answers before listening to the next part. Before
listening, focus on the answers which are similar
sounding (i.e., questions 1 and 2), and ask students to
read the different options out loud to themselves, to
raise awareness of what they will be listening for. After

damaging than carbon dioxide.

listening, give students time to check in pairs. Play the
JULIA: I can’t believe that we waste about 1.6 billion audio again if appropriate, stopping after each answer
 
​
tons of food per year. That could cover the city of Madrid
to check together as a whole class.
in Spain! Which makes me think that damaging the
environment is not the only problem caused by wasted
food. What about world hunger?
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E Critical thinking
AUDIO SCRIPT

Track 2.3
SOFIA: It’s important to note that not all supermarkets
​
are bad. I liked the part of the lecture when Dr. Cray talked
about some supermarkets having an “ugly” food
section—like where they put all the bad-looking fruit.
I would buy from that section.
AMIRA: Well, what really annoyed me was the fact
SA
Ask students to read through the questions on their own
and a make a note of their answers. They then work in
small groups to discuss the questions. Highlight that
critical thinking goes beyond identifying (e.g., What types
of food do you usually throw away?) to focus more on
analyzing (e.g., Why?). Encourage students to answer the
question Why? in relation to question 2, too. Highlight
that the critical thinking skill in question 3 involves

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that some supermarkets focus too much on money. I
finding creative solutions. Ask each group to report back
understand that fresh fruit and vegetables result in 15%
on the main points of discussion.
of their profits, but what is more important? Profit or the
environment?
JULIA: In general, I think we need to focus on a bigger
STUDY SKILLS
 
​
problem: the environment. Dr. Cray said that the amount

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of food waste from stores and consumers, the people who Optimal learning to suit you
shop at those stores, equaled a loss of 133 billion dollars!
With books closed, ask students for ideas about how
SOFIA: It just shocked me that food waste is the largest
to do the best they can in their own particular learning
 
​
part of the trash in landfill sites—larger even than paper or
other household trash. We just throw it all in an enormous context. Elicit key factors (Possible answers: technology,
hole in the ground—such a waste. And the real problem time, course, materials, classes). Elicit ideas on how they
with that? The wasted food turns into methane, which is can use these factors to make sure they are learning in the
bad for the environment. best way they possibly can. Students then open books
AMIRA: Yeah, didn’t he actually say that landfills are the and read through the box. Ask them to identify words they
are not sure of, and check the meaning in dictionaries if
 
​
third largest source of methane in the United States?
SOFIA: Yeah, he did. But, what I didn’t know was how they have them (e.g., relevant, combination / combine,
pace). Point out the Glossary, and check students’
 
​
damaging methane is. I knew it was a greenhouse
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gas. Overall, it stops the heat from escaping from the understanding of these words.
atmosphere and causes the greenhouse effect, which 1 Ask students to read through the questions alone and

causes global warming, but I didn’t know it was more make a note of their answers. They then compare their
PL

damaging than carbon dioxide. answers with a partner’s. Elicit feedback from student
JULIA: I can’t believe that we waste about 1.6 billion pairs, asking them to report on any major differences
 
​
tons of food per year. That could cover the city of Madrid between the answers. Highlight that there is no right or
in Spain! Which makes me think that damaging the wrong answer. The issue is one of personal preference,
environment is not the only problem caused by wasted
as long as students are confident their choices are
food. What about world hunger?
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working for them, and can find evidence for this

AMIRA: You’re right. That’s next week’s lecture. It’s on world
(e.g., good results).
 
​
hunger, so we should definitely attend it now because
that’s also linked to food waste and global warming. 2 Students complete the sentences alone, and then

compare their ideas with a partner’s.
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ANSWERS
1 B 2 C 3 B 4 A 5 A
 
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LISTENING 2 Extension activity

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Brain food Ask students to study the Predicting box for a minute. They
then close their books, and recall the approach to take to
A Vocabulary preview predicting before listening. Build up the information from
 
1 Ask students to work alone to read the sentences and the box on the board. When finished, ask students to open

choose the best definition. They then compare their their books and compare the information in the box with
answers with a partner’s, and use a dictionary for a final the information they recalled as a class. (This is a useful
strategy for encouraging students to engage with the skills
check if necessary.
boxes, which can be used at any point during the course.)

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ANSWERS
1 Students discuss the questions with a partner.
1 a 2 a 3 a 4 a 5 b 6 b 7 a 8 b

Emphasize that at this point, there is no right or
 
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wrong answer. Students are predicting or making “an
2 Students work in pairs to discuss which statements
educated guess,” drawing on their world knowledge,

they agree with. Encourage them to support their
and prior knowledge of the topic.

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opinions with evidence, whether personal, or from
research they have read. Ask students to share the 2 Explain to students they are going to listen to the radio

main points of disagreement with the class. Open interview to check which of their predictions were
these points up to a whole-class discussion. correct. Ask students to discuss their answers in pairs,
and then check as a class.
B Before you listen
AUDIO SCRIPT
 
Activating prior knowledge
Track 2.4
Warm-up HOST: Good morning everyone. Today we’re talking to
 
Dr. Nathan Williams. Dr. Williams is a food expert who is
Write different parts of the body on the board, e.g., bones,
going to talk about a different way to stay healthy: mentally
skin, hair, blood, heart, muscles (but not brain). Then
healthy. Welcome Dr. Williams.
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write milk, and draw a line to bones. Elicit the connection
(Answer: Milk is good for bones because it contains calcium DR. WILLIAMS: Thanks for having me.
 
which makes bones stronger.). Ask students to discuss other HOST: So, what is brain food?
 
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connections between food and the health of different parts
of the body. Work as a whole class to share ideas, and
build up the information on the board. (Possible answers:
bones—yoghurt, cheese; skin—fruit and vegetables, not
sugar; hair—olive oil; blood—red meat, green vegetables;
muscles—protein).
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DR. WILLIAMS: It is food that is believed to be good for the
brain. I know a lot of your listeners are students who might
like coffee in the morning or look forward to snacking on
chocolate candy in the afternoon. Well, coffee contains
caffeine, which is a substance that makes us more active.
Caffeine can be considered a brain food because it helps

Ask students to discuss the questions in pairs, and then
check as a class. Identify any parallels between taking
care of the body and the mind (e.g., how do students rest
their bodies?—by lying / sitting down, and how do they
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you wake up. Researchers have also found out that caffeine
can help to improve your concentration. Chocolate
contains sugar and can help you to focus. Although we
hear a lot about the bad effects of sugar, something sugary

might improve your memory. Like all foods, however, it’s

rest their minds?—by relaxing in a quiet place, sleeping, temporary and the effects of caffeine and sugar decrease
doing something they enjoy). over time.
HOST: If our brains react to sugar and chocolate, and it
C Global listening
 
helps us pay attention, do you suggest we all eat more?
 
Predicting DR. WILLIAMS: Well, the kind of sugar that the brain really
 
wants isn’t regular sugar. It’s really the type of sugar that
Give the students time to read through the Predicting
comes after we eat foods like bread. It’s a sugar that the
box. Check the meaning of key words (e.g., anticipate,
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body makes from certain foods. A good source is fruit,

develop, strategies, notice). and sadly not chocolate. If it were me, I’d avoid too much
chocolate because the temporary good effects aren’t
worth the permanent bad effects on the body.
HOST: Well, I’m sad. I have to give up chocolate.
 
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DR. WILLIAMS: Well, it’s fine to eat chocolate occasionally.
I would recommend dark chocolate—it’s known to be
healthier than milk chocolate. If I were you, I’d choose a
dark chocolate with nuts, like peanuts, or almonds. Just a
small amount of chocolate and nuts gives your brain food
to keep it going.
HOST: Great. Now, moving on from chocolate, I’ve always
heard that fish is a brain food. Is it?
DR. WILLIAMS: It is. And this is a food that has a more
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positive impact because it has effects that last longer. Fish
provides protein and other good things that feed the brain.
It is also good for your heart, so your body and your mind
feel great.
HOST: That’s interesting. I often eat fish for dinner. I’m
wondering when is the best time to eat brain food? Is
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dinner a good time?
DR. WILLIAMS: Actually, I recommend mornings. I think
the key is having a good breakfast when you wake up. It’s
important to eat well after a long sleep. I would suggest
including cereal, milk, and fruits, which are good brain
foods. You can remember more and remember it for a
longer time after a healthy breakfast. A popular breakfast
fruit like blueberries can improve how much you learn.
And on the subject of breakfast, I’d like to point out that
cereals aren’t just good for your mental health. According
to statistics, they’re also good for your physical health.
HOST: The idea of brain foods is certainly becoming more
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popular, but Dr. Williams, is there any evidence that brain
foods can make you smarter?
DR. WILLIAMS: There is always some debate about
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whether or not these foods really do make you smarter,
but if you ask me, no food, or drink can really raise your
IQ. Intelligence depends on many factors, and eating
good food is just one way of helping your brain work to its
potential. So, brain foods on their own won’t make you a
more intelligent person, but feeding your brain can help in
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other ways.
HOST: So what would your advice be to our listeners who
want to improve their brain nourishment?
DR. WILLIAMS: I’d recommend eating fewer of the
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negative foods and adding more positive brain foods into
your diet.
HOST: Thank you for the food for thought, Dr. Williams.
You’ve given us a lot to think about.
ANSWERS
1 Because they are “good” for the brain.
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2 dark chocolate, fish, coffee, cereal, milk, blueberries
3 They can improve how much you learn, your mental

health, and your physical health.
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9781380005328_text.indd 25
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D Close listening
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Listening for details
1 Read through the list of food and drink with students,
and check meaning and pronunciation, particularly
of the word stress in chocolate, strawberries, and
vegetables. Students read the three benefits and
predict which food they pair with. They then listen to
sections of the interview, and check.
AUDIO SCRIPT
Track 2.5
1 DR. WILLIAMS: Chocolate contains sugar and can
help you to focus. Although we hear a lot about the bad
effects of sugar, something sugary might improve your
memory. Like all foods, however, it’s temporary, and
the effects of caffeine and sugar decrease over time.
2 DR. WILLIAMS: A popular breakfast fruit like
blueberries can improve how much you learn. And on
the subject of breakfast, I’d like to point out that cereals
aren’t just good for your mental health. According to
statistics, they’re also good for your physical health.
3 HOST: Great. Now, moving on from chocolate, I’ve
always heard that fish is a brain food. Is it?
DR. WILLIAMS: It is. And this is a food that has a
more positive impact because it has effects that last
longer. Fish provides protein and other good things
that feed the brain. It is also good for your heart, so
your body and your mind feel great.
ANSWERS
1 c 2 a 3 b
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2 Give students time to read through the sentences
and discuss them with a partner. Again, they could
predict the answers at this point, before listening to the
complete interview to check. When checking answers
as a whole class, elicit student views. Ask: Which
information did you know already? Which information
surprises you? Which do you have personal experience
with? Encourage the students to share their views with
the other students.
ANSWERS
1 similar 2 memory 3 short 4 chocolate
5 dark 6 breakfast 7 cannot
FOOD UNIT 2 25
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E Critical thinking
Students work in small groups to discuss these
questions. Ask students to report the main views that
arose from question 3 to the class. Encourage them to
consider both the positive and negative impact of food.
Extension activity
On the board write Compare, Assess, and Identify. Ask
students to review the questions in the Critical thinking
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section, and match the words to the question functions.
(Answer: question 1—identify; question 2—compare;
question 3—assess). Highlight to students that, as well as
practicing critical thinking skills, it is also useful to identify
which actual skills are being used.
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PRONUNCIATION
Pronunciation for listening
Stress in phrasal verbs
Warm-up
With books closed, write go bad and throw away on the
board. Remind students these verbs were in the video
about food waste. Ask them what the verbs mean, and
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if they remember what the name of this type of verb is
(Answer: phrasal verb). Students then open their books,
and read the information in the box. Ask students to listen
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to you saying the three verbs from the box, and the two on
the board. Say them with both correct stress and incorrect
stress (i.e., stressing the verb and not the particle and vice-
versa), and ask students to identify which is correct.
1 Give students time to read through the sentences. They
could predict which particle is missing at this stage.
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Students then listen, check, and note the missing word.
Students check their answers in pairs. Play the audio
again as necessary.
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AUDIO SCRIPT
Track 2.6
1 I’d like to point out that cereals aren’t just good for your
mental health.
2 I know a lot of your listeners look forward to snacking
on chocolate candy in the afternoon.
EE
3 Researchers have also found out that caffeine can help
to improve your concentration.
4 Now, moving on from chocolate, I’ve always heard that
fish is a brain food.
5 Caffeine can be considered a brain food because it
helps you wake up.
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26 UNIT 2 FOOD
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6 I can’t believe they throw out fruit and vegetables that
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are imperfect.
7 I was thinking about the apples I buy every day.
ANSWERS
1 out 2 to 3 out 4 on 5 up 6 out 7 about
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2 On the board, write make up and approve of. Elicit
the difference in the form of the two main verbs, i.e.,
that make has one syllable, and approve has two. Ask
which syllable in approve is stressed (Answer: the
second). Students then identify the phrasal verbs in the
sentences in their books. They should then identify if
the main verb has one, or more than one syllable. If it
has more than one, they then need to identify which
one is stressed. Students then listen and check. They
can compare answers in pairs, and listen again to
check if necessary.
AUDIO SCRIPT
Track 2.7
1 The instructor moved on from the small talk and
focused on the lecture about wasted food.
2 The substitute is going to take over while the instructor
is away at a conference on food waste.
3 Juan Pablo never runs away from a challenge and he
is going to find a solution for all the food waste in the
cafeteria.
4 Angelina tried to get ahead of the food waste problem
by looking for a solution before the university declared
it an issue.
ANSWERS
1 moved on from /muvd ɑn frɑm/ 2 take over
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/teɪk ˈoʊvər/ 3 runs away from /rʌnz əˈweɪ frɑm/
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4 get ahead of /gɛt əˈhɛd əv/
VOCABULARY
Vocabulary development
Phrasal verbs
Warm-up
Mime some actions for the students, in order to elicit some
common phrasal verbs, and write these on the board.
(Possible answers: get up [e.g., from sitting], turn off /
on [the light], look up [a word in the dictionary]). Knowing
they are already familiar with some phrasal verbs should
help to build students’ confidence regarding this area of
language, before studying them more in depth.
16/10/2017 12:59
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1 Give students time to read through the Phrasal verbs

the speaking skill, the grammar, and the pronunciation
box. Highlight to students that when learning phrasal focus (Answers: giving advice, defining relative clauses,

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verbs, it is useful to learn them as “chunks” of language, consonant clusters). Remind the students that this
using sample sentences to see how the particular information shows how everything they do in the
phrasal verbs function (some students can find the Speaking section builds towards the final task.
technical rules off-putting.) Students then work alone
to match the phrasal verbs with their synonyms. Allow A Analyze

 
time for students to check their answers in pairs. Give students time to read and complete the speaking
model. After checking the answers, ask the students

EE
ANSWERS what is the overall problem talked about, and where
1 e 2 f 3 d 4 c 5 b 6 a (Answers: litter; Kimperley). Ask what evidence the
 
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speaker has about this problem (Answer: statistics, and
2 Students then work alone to complete the questions personal experience).

with a phrasal verb from Exercise 1. Check answers as
a class. ANSWERS

FR
1 there are over 100,000 inhabitants 2 the things they
ANSWERS

 
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don’t want 3 providing more waste bins 4 to clean up
1 get up 2 give up 3 turn into 4 point out

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the streets
 
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5 throw out 6 find out
 
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3 Students discuss the questions in pairs. Ask them to B Discuss

 
report back on the question for which their answers Students work in pairs or small groups to discuss the
were most similar answer, and the question for which questions. Monitor and encourage students to expand
their answers were most different. on their answers to each question. For question 1, they
should provide evidence and examples; for question 2,
students should justify their answers; and for question
VOCABULARY
E
3, they should think creatively to come up with more
solutions. Monitor the activity and help with vocabulary
Academic words where needed.
PL

1 Ask students to complete the exercise alone, then

check in pairs, and then check as a class. Review the
pronunciation of the words, particularly the word stress GRAMMAR
of the multi-syllable words (strategy, evidence, statistics,
physical, participate). Relative clauses
Give students some time to read through the Relative
M

ANSWERS clauses box. Write two sentences from the box on the
1 d 2 c 3 e 4 a 5 h 6 f 7 g 8 b board: There’s someone in my class whose parents
 
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are famous and England is the country where I’d most
2 Students discuss the questions in pairs. After a few like to visit. Then ask students to tell you what they
SA

minutes, put pairs together to form small groups, and have learned about relative clauses, using these two
encourage students to share the main points of their sentences to prompt the students. Elicit the other
discussions. Elicit whole-class feedback on questions relative pronouns used (Answer: who, which, that,
1, 4, and 5. Collect ideas on the board, and a class vote when), and what the extra information does (Answer:
can be conducted for each question (i.e., mental health gives more detail, and defines the noun in the main part
vs. physical health; the most important benefit; the best of the sentence). Elicit the difference between the first
strategy). and second sentence (Answer: whose cannot be deleted
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from the sentence, but where can.). Explain that the

reason for this is because relative pronouns that refer
SPEAKING to the object of a sentence can be removed. (Answer:
It refers to the object of the sentence.). Ask students to
Speaking model recall what commas around the relative clause show
Extra support: Read through the overview of the (Answer: That the information is not essential, and can be
FR

Speaking section with the students. Ask them to identify removed.).

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1 Students work alone to underline the relative clauses.
ANSWERS

They can check their answers in pairs.

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1 One idea is donating more food to charities.
2 Students decide if the relative pronouns can be

 
2 I’d recommend avoiding eating too much food in the

removed. Go through the answers to both questions 1

 

evening.
and 2 as a class. 3 How about buying imperfect fruit at the market?

 
4 It might be a good idea to save food from ending up in

 

ANSWERS the landfills.
1 and 2 5 I suggest using leftover food for compost or to feed farm

 

1 The last time we saw each other was when we were in animals.

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Mrs. Kingston’s class. 6 You should buy food from the “ugly” section of the

 

2 The store where I usually buy my stationery is closed. market.
 

3 The man, whose job it is to fix the computers, hasn’t
 

finished. 2 Students work in pairs to complete the dialogues.

4 The students, whose grades were low, had to retake the Encourage them to focus on ideas first, and then
 

test. the accuracy of the grammar when they write the

FR
5 Two thousand sixteen was when I graduated school. sentences. Note questions 1, 2, and 4 need the -ing
 
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6 I remember the day when I got my exam grades. I was
form. Monitor and check answers as the students work.
 

very nervous. [Relative pronoun can be removed.]
Then ask them to practice the dialogues, building up to
doing them from memory, rather than reading them off
3 Students work in pairs to combine the sentences using
the page.

relative clauses. Go through the answers with the class.
3 Students work in small groups and take turns asking

ANSWERS for advice, based on the three situations given. Monitor
1 The woman, whose job it is to order books, is a library and make a note of language used, both effective
 

assistant. examples, and language which can be improved.
2 Eduardo, whose exam is tomorrow, is studying.
Extension activity
 
3 Last week, when we did the experiment, it failed.
 
E
4 Spain, where it can get very hot in the summer, is a Write up examples of effective language use, and sentences
 

popular tourist destination. to be corrected from the group discussions in Exercise 3.
Work together as a whole class to identify correct
PL

examples, and to improve the incorrect examples.

SPEAKING 4 Elicit examples of advice for each situation from the

different groups, and for each one, encourage the class
Speaking skill to evaluate how useful the advice is.
Offering advice and suggestions
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Warm-up PRONUNCIATION
With books closed, tell students that you have a problem
and need some advice. Say you are having difficulty Pronunciation for speaking
SA

concentrating on work today. Ask for their suggestions. Consonant clusters

Write the key words from each suggestion on the board
(e.g., eat chocolate, take a short nap). After students
read through the information in the Offering advice and
suggestions box, ask them to reformulate the ideas into
suggestions with correct grammar.
1 After reading through the skills box, students work
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alone to correct the mistakes. Give them time to check
in pairs and then check as a class.
FR
Read through the Consonant clusters box with the
students. You could point out to students that many
languages have far fewer consonant clusters than
English, and this can cause problems for learners of
English. A common strategy that learners (wrongly)
employ is to insert vowel sounds between the
consonants to break up the clusters. When modeling the
words in the box for the students, use exaggerated facial
movements to highlight where in the mouth each sound
is made, and then gradually say the word with more
speed, bringing the two sounds together; for example,
blue: b (lips), l (tongue and top of mouth).

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1 Students listen to the words, and underline those they

Speak and share
hear. Then they listen again and repeat.

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Students work with a new partner to present their advice
and suggestions. Monitor and take note of language use
AUDIO SCRIPT related to the unit for whole-class feedback later.
Track 2.8 Students then change partners, and report on the advice
1 clue and suggestions they just heard. Ask students to identify

2 braise the best advice their partner gave, the best advice they

3 flame feel they gave, and say if they would change anything the

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4 fly next time they talked on the same topic.

5 free from
Reflect

6 green glasses
Students reflect on the question, and discuss how they

7 clean room
can have an impact on food waste where they live.

8 brew tea Encourage students to consider the individual level, e.g.,

FR
in the home, and also on a community level.
ANSWERS
Extension activity
1 clue 2 braise 3 flame 4 fly 5 free from
 
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6 green glasses 7 clean room 8 brew tea Ask students to keep a journal for a week focusing on food
 
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waste they see happening. What examples of food waste do
2 Students work in pairs, identifying the words in they notice? What actions do they take to prevent it? What

Exercise 1 their partner says. actions do they see other people taking? They can report
back on their observations the following week.
3 Read through the example sentence with students,

and ask them to practice saying it. Then monitor
while students write and practice their own sentences.
Encourage the students to use as many consonant REVIEW
E
blends as they can. (The language should be accurate,
but students don’t need to worry about how sensible Wordlist
the sentence is.) Students work in pairs or small groups to work through
PL

4 Students discuss the questions. Monitor and
refocus students on the correct pronunciation of the
consonant clusters as necessary.
the Wordlist, checking that they all remember what each
word or phrase means, how to pronounce it, and how
it was used in the unit. Go through the list carefully with
the class.

SPEAKING Academic words review

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Students work through the sentences, then check their

Speaking task answers in pairs, and give feedback to the class.
Brainstorm and plan
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ANSWERS
Open books and read the task together. Check any 1 debate 2 labels 3 physical 4 statistics
vocabulary as required. Students work alone to rank
 
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5 normal
the strategies for reducing wasted food. When they
 
have completed the ranking, put students into pairs,
and ask them to compare their views and explain them. Unit review
Then together they should think of two more possible Students work through the list alone to decide what they
strategies. can and can’t do. They discuss their answers in pairs,
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Students work alone again to select three ideas in total;
two from the list, and one from the ideas the pairs
produced together. Students then make notes on their
own advice and suggestions, based on these ideas, for
the local government planning committee. Students
should make a note of examples and evidence to
FR
including what they remember from the unit about each
point. Finally, open up the discussion to include the
whole class. Pay particular attention to any boxes that
the students didn’t check. Explore with them ways of
overcoming any remaining problems.

support their advice and suggestions.

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